Abstrak
Reading comprehension ability is a common problem in the world of education. The development of digital technology makes changes to reading activities easy to do anytime and anywhere. This research was conducted with the aim of determining the relationship between digital literacy activities and reading comprehension. The design of this research was descriptive quantitative with a correlation approach. The sample of this research was the second-semester students of English Education Department of Borneo Tarakan University which consisted of 73 students using a total sampling technique. The data were collected using a questionnaire of digital literacy and students’ score transcripts on literal reading course. The data were then analyzed using a Pearson product-moment correlation. The findings in this research were that the mean score of students’ digital literacy was 51.63 which was classified into “High” category and that of their reading comprehension was 78.03 which was classified into “Good to Very Good” category. The result of Pearson product-moment correlation analysis showed that the correlation coefficient was 0.166 which indicated a very weak relationship and the probability value was ρ=0.665 which was greater than the level of significance (α) 0.05. This revealed that there was no relationship between the students’ digital literacy and their reading comprehension. In other words, the students with high digital literacy could not guarantee that they would have good reading comprehension.